91PORNY

To support the launch of our Ad Astra_2030 strategy and build the capabilities, confidence and cohesion needed for the future of work, Swinburne delivered a wide-ranging program of workforce development initiatives. These efforts focused on leadership development, professional learning, cultural growth and targeted talent management, enabling our people to lead transformation and respond to emerging challenges.

Leadership development

The university continued to expand our portfolio of tailored leadership programs to support leaders across all levels of the university. These immersive and practical initiatives combined workshops, peer learning, coaching and real-world project work to cultivate practical skills and leadership.

Programs such as the Emerging Leaders Program, which builds leadership fundamentals and cross-university networks, and the People Leader Essentials Program, which equips managers with tools for effective management of people, finance, safety and systems, continued to gain momentum. The Next Level Leaders Program supported mid-senior leaders navigating greater organisational complexity, while the People Leaders Network provided an ongoing platform for connection and peer-led development.

New and transitioning leaders also benefited from refreshed Manager Induction and Manager Obligations modules, embedding consistent and confident leadership practices across the university.

Learning and development

The university expanded our learning and development programs, empowering staff at all levels to enhance their professional capabilities and succeed in an evolving, future-focused workplace.

Staff engaged with a broad range of technical and professional development programs, including instructor-led training in areas such as AI, Excel, project management and conflict resolution. These sessions enhanced practical skills and supported self-directed improvement and adaptability.

LinkedIn Learning usage remained strong, providing staff with flexible access to thousands of on-demand courses. The platform continues to boost digital capability and encourage a culture of continuous professional development across the university.

As part of our ongoing commitment to reconciliation, cultural capability training remained a priority. A further 205 staff completed Indigenous cultural competency training delivered by the Koorie Heritage Trust, supporting cultural understanding.

To complement these initiatives, Swinburne also refreshed our formal induction program, with improved resources and clearer guidance to help new employees connect with the university’s vision, purpose and ways of working from day one.

Employee engagement and talent management

Swinburne made strong progress in enhancing employee engagement and building a more connected, responsive workplace culture. Our annual Employee Engagement Survey recorded an all-time high participation rate of 80 per cent and an overall engagement score of 70 per cent – a 10-percentage point increase from 2023.

These results reflect sustained efforts to listen and act. The University-Wide Action Plan, supported by the Listening and Acting communication campaign, helped drive improvement and keep employees informed. Complementing this, team-level action plans focused on local priorities, reinforcing ownership and accountability across the organisation.

To support longer-term talent development and workforce planning, Swinburne progressed a suite of proactive talent management initiatives. These included the simplification of the Your Performance and Development system to better support career conversations, and the rollout of structured talent mapping and succession planning processes. These efforts are helping to identify future leaders, retain critical capability and support professional growth pathways.

Diversity, equity and inclusion remain at the heart of Swinburne’s culture. We continued to foster a workplace where every individual feels respected, valued and empowered to thrive.

Results from the latest Employee Engagement and Gender Equity surveys highlighted strong support for Swinburne’s inclusive culture. 84 per cent of staff affirmed the university’s dedication to gender equity and 81 per cent endorsed our focus on inclusion. Notably, there were positive shifts in staff sentiment, with an eight per cent increase in reported sense of belonging and a four per cent rise in feeling safe to speak up compared to 2023.

Gender Equality Action Plan

We submitted the final progress report for the 2022–2025 Gender Equality Action Plan (GEAP), with the majority of initiatives successfully delivered. These efforts helped sustain gender diversity across the workforce and contributed to a modest reduction in the gender pay gap (down 0.2 per cent from 2023). Planning for the next GEAP will begin in 2026, building on the strong progress achieved to date.

Disability inclusion

Swinburne launched our first Disabled Equity Action Plan, establishing a clear roadmap for advancing disability inclusion across the university. We also achieved Disability Confident Recruiter accreditation through the Australian Disability Network, reflecting our commitment to equitable recruitment.

Pride and LGBTQIA+ inclusion

The university’s annual Pride Week celebrated queer excellence across campuses, with high-profile events and year-round engagement through staff and student networks, reaffirming Swinburne’s commitment to belonging and visibility for LGBTQIA+ communities.

Health, safety and wellbeing remain core to Swinburne’s values, deeply embedded in our One Swinburne culture and day-to-day operations. We are dedicated to fostering safe, inclusive and supportive environments where staff and students can thrive. With strengthened systems, visible leadership and proactive risk management, we are reducing physical and psychological harm across all settings.

Amplifying safety culture

Throughout 2025, we advanced our safety culture through purposeful engagement and consistent leadership visibility. Executive-led safety walks across high-risk laboratory environments reinforced our commitment to safety excellence and provided valuable insights into operational risks and areas for improvement. These initiatives fostered open dialogue, strengthened collaboration with local teams and reinforced safety as a shared responsibility. This approach continues to drive a more mature and proactive safety culture across our campuses.

Advancing policies to promote respect and safety

We made significant progress towards a modern, responsive safety management system, aligned with contemporary regulatory standards and emerging best practices in health, safety and wellbeing. This work was anchored by two key documents: the newly-implemented Health, Safety and Wellbeing Framework, which sets the strategic direction, and the Health, Safety and Wellbeing Roadmap, which outlines clear priorities and actions.

Enhancing wellbeing initiatives

Swinburne prioritised the development of a structured and evidence-informed approach to psychosocial risk management. We implemented a university-wide pilot of psychosocial risk assessments aimed at identifying key hazards, evaluating workplace conditions and gathering insights to guide future action.

This foundational initiative laid the groundwork for a comprehensive, organisation-wide strategy, equipping leaders with what they need, ensuring psychosocial risk management is fully integrated into Swinburne’s broader health, safety and wellbeing systems.

Swinburne Health Service

The Swinburne Health Service continued to play a vital role in supporting the physical and mental wellbeing of students, delivering high-quality medical care and counselling services tailored to a broad range of health needs. The service addressed critical issues such as general health, sexual assault, domestic and family violence, substance use, trauma, anxiety, depression and suicidality, providing a compassionate and safe space for students to seek help.

By helping students manage complex health challenges, the service enabled continued participation in education and improved academic outcomes.

The Health Service also provided specialised appointments for students in VET and continued its role in education by facilitating clinical placements for nursing and mental health students. These placements not only enhance the professional readiness of future healthcare workers but also support the broader healthcare ecosystem. In addition, the service administered required immunisations for students preparing for health-related placements, ensuring compliance and safety standards.

The H. Squad peer support group was reinstated this year, with trained student Health Champions delivering wellbeing activities and promoting a more connected and health-aware campus culture.

This year, the Health Service undertook a comprehensive review to ensure ongoing alignment with Swinburne’s long-term strategic priorities. The review focused on designing a future-state model that supports both the Ad Astra_2030 vision and the newly-developed Student Learner Wellbeing Action Plan. The emerging model is learner-centred, technology-enabled and integrated, ensuring all students have access to timely, high-quality and equitable medical and mental health care.

Throughout 2025, Swinburne’s Safer Community team continued to support a respectful and inclusive university environment through its early intervention, education and response efforts. Increased engagement with the service reflected growing awareness of available support and confidence in the team’s trauma-informed approach to addressing complex and sensitive matters when they arise.

Key initiatives and developments throughout 2025 included:

• Delivering Swinburne’s largest Respect Week to date, featuring campus-wide activations co-designed with specialist organisations and Swinburne graphic design students. The initiative strengthened partnerships and created ongoing opportunities for student-led engagement.
• Completing a comprehensive, externally led gender-based violence gap analysis, providing insights to inform Swinburne’s preparedness for the forthcoming National Higher Education Code to Prevent and Respond to Gender-Based Violence. This included updated work instructions, strengthened risk assessment and triage processes, tailored guidance for business units, and the commencement of a trauma-informed service redesign led by external experts.
• The university developed and published our Gender-Based Violence policy, marking a significant step toward fostering a safer and more inclusive environment. The policy outlines our commitment to preventing GBV, supporting affected individuals and promoting accountability across all levels of our organisation.
• Rolling out the Talking About Consent module as a compliance requirement for all onshore, on-campus Higher Education students. Planning also commenced to extend delivery across all student cohorts, including VET, online and international/transnational education partners.
• Expanding prevention education and building capability across the university, including tailored face-to-face sessions for priority groups such as trades and apprenticeship students, student leaders and staff. Some programs were delivered in collaboration with specialist organisations, including Free from Family Violence. These efforts were supported by new e-learning modules, a digital Respect Toolkit, and the early design of a tiered prevention and capability framework for staff and students.
• Supporting the Sexual Harm and Gender-Based Violence Taskforce, including coordination of progress reporting against the 2024–2025 action plan and contributing to the development of Swinburne’s new Gender-Based Violence Action Plan.
• Contributing to strengthened child safety governance, including input into the development of a university-wide child safety risk assessment framework to enhance oversight and support ongoing compliance with the Child Safe Standards.
• Deepening partnerships with specialist organisations, including Our Watch, and expanding internal capability with the introduction of a Senior Safer Community Advisor role to support complex case management and strategic prevention activities.
   

Looking ahead, the Safer Community team remains focused on enhancing prevention, support and education to ensure Swinburne continues to provide a safe, respectful and inclusive environment for all.

Responding to Industrial Relations Reform: Closing the Loopholes – Fair Work Act Amendments

In 2025, Swinburne implemented a comprehensive suite of employment governance reforms in response to the Federal Government’s Closing the Loopholes amendments to the Fair Work Act 2009 (Cth). These amendments represent the most significant industrial relations reforms since the inception of the Act, with wide-ranging implications.

In accordance with legislative changes that took effect on 1 November 2025 for the higher education sector, Swinburne undertook a structured response to ensure compliance and align internal practices with national employment standards.

In response to the 2025 Fair Work Act reforms, Swinburne implemented a university-wide program of employment governance changes, including contract reviews, system enhancements, leader education and compliance tools, to ensure alignment with new industrial relations legislation.

Through these actions, Swinburne strengthened employment governance, reduced administrative complexity and enhanced our ability to offer secure and sustainable employment pathways.

In parallel with reforms affecting fixed-term contracts, the revised legislation also introduced a formal right for eligible casual employees to request conversion to continuing employment.

Swinburne responded with the introduction of an employee-initiated casual conversion framework, enabling casual employees to apply for conversion through a structured and transparent process. Comprehensive guidance for managers and supervisors is embedded in the People and Culture Manual, ensuring consistent decision-making aligned with the Act. This is 91PORNY | Annual Report 2025 supported by clear guidelines and compliance measures — including digital workflow integration, documentation improvements and workforce data accuracy.

Swinburne also maintains ongoing consultation with the National Tertiary Education Union (NTEU), ensuring that workforce reforms are implemented in a transparent, consultative and fair manner.

These coordinated initiatives reflect Swinburne’s commitment to supporting our people through good governance, fair employment practices and alignment with Australia’s evolving industrial relations landscape, while supporting a sustainable and future-ready workforce.

Swinburne’s commitment to a fair, respectful and values-aligned workplace is supported by a robust governance framework.

This framework includes the 91PORNY Academic and Professional Employees Enterprise Agreement 2024, the Vocational Education and Training Enterprise Agreement 2022, the People and Culture Manual, and the People, Culture and Integrity Policy.

These documents provide guidance on the employee lifecycle, clarify behavioural expectations, and support the consistent application of best-practice and legally compliant employment standards. Together, they underpin a high-performing workplace culture grounded in inclusion, transparency and accountability.

1. Excludes National Institute of Circus Arts, Swinburne Student Association, and Swinburne College data.
2. The total FTE for year 2025 is 2505.
3. Workers Compensation Insurer, Xchanging supplied data for standardised claims, time lost claims and average costs per claim is at 30 June 2024 with data from 1 July – 30 June for each period. Standardised claims are those that have exceeded the employer excess or are registered as a standard claim and are open with no payments at the time of extraction. A lost time standard claim is one with one or more days compensated by the Victorian Work Authority (VWA) after employer excess at the time of extraction. They are a subset of standardised claims.
4. Claim costs include payments to date plus an estimate of outstanding claims costs (further costs as calculated by the VWA’s statistical case estimate model).

Leading reconciliation, cultural recognition and Treaty

The Moondani Toombadool Centre (MTC) continues to guide the university’s reconciliation agenda and cultural transformation. Building on its leadership of Swinburne’s Reconciliation Action Plans, the MTC is now steering the development of a Reconciliation and Truth Telling Plan and the pursuit of a formal Treaty – the first of its kind between a Victorian university and a Traditional Owner group.

This next phase marks a significant evolution in Swinburne’s approach. Truth telling, Indigenous sovereignty and local relationships will sit at the heart of the university’s commitments, with a particular emphasis on deepening partnership with the Wurundjeri Woi Wurrung Cultural Heritage Aboriginal Corporation. Co-designed initiatives will focus on fortifying cultural governance, supporting economic participation, and embedding Indigenous knowledge and authority across Swinburne’s identity and operations.

Cultural engagement and community building

Throughout 2025, the MTC delivered a rich and impactful program of engagement activities that refined cultural capability and deepened community partnerships across the university, including:

• Opening of the AD108 Indigenous Hub – A fully refurbished, culturally grounded gathering space designed to support student belonging, cultural practice and community-led activity.
• 2025 Annual Reconciliation Lecture – Delivered by Ms Melinda Cilento, Chief Executive of CEDA, exploring the role of Indigenous participation in shaping Australia’s economic and social future.
• Barak Wonga Oration – Presented by Ms Nerita Waight, CEO of the Victorian Aboriginal Legal Service and member of the First Peoples’ Assembly of Victoria, offering powerful insights into justice, sovereignty and Treaty-making.
• Indigenous Business Action Plans (IBAPs) – Developed across every division and School in partnership with the MTC. These plans embed reconciliation through tailored, context-specific actions, enabling staff to lead change in ways meaningful to their local environments.

Advancing cultural safety, capability and Indigenous student success

Work to enhance Indigenous teaching and learning progressed significantly in 2025, guided by the development of the Swinburne Indigenous Education Strategy 2026–2028. This new strategy sets out a three-year roadmap for Indigenous student engagement and Indigenous teaching and learning, grounded in the university’s foundational commitments to self-determination, cultural safety and Indigenous excellence.

Central to this framework is the Swinburne Indigenous Student Charter, which articulates the rights, expectations and cultural values that underpin Indigenous student experiences. Together, these documents provide a coherent architecture for enhancing Indigenous student success and embedding Indigenous knowledge across teaching practice.

Through Swinburne Online, we have expanded support for digital platforms and learning materials that reflect Indigenous perspectives, knowledges and expertise.

Swinburne also undertook important work to strengthen staff and student capability:

• Staff learning modules were updated, shifting from a narrow cultural competency lens to the broader principles of Swinburne’s Indigenous Engagement Plan, including an introduction to the IBAPs.
• Student competency modules were refreshed, including the introduction of a digital Welcome to Country to ensure culturally grounded engagement for all students.

Together, these actions enhance whole-of-university capability and ensure that Indigenous knowledges and engagement are embedded authentically in teaching and learning.

Swinburne continued to advance Indigenous-led and Indigenous-focused research through a series of strategic projects that reinforce cultural authority, data sovereignty and collaborative research excellence.

Indigenous Cultural and Intellectual Property (ICIP) Protocols Project

The MTC and Swinburne Research are working with the Terri Janke Company to develop a set of Indigenous Cultural and Intellectual Property protocols. These protocols aim to safeguard Indigenous data sovereignty, particularly as AI transforms research, design and teaching practices. This work will establish a clear, culturally-governed framework for ethical research engagement with Indigenous communities and for all Indigenous research at Swinburne.

Higher Degree by Research (HDR) and researcher development initiatives

Professor Suzi Hutchings received a Swinburne Research Ecosystem Seed Grant to support collaborative work with RMIT and the Eastern Maar Aboriginal Corporation to develop a pilot HDR course enabling on-country learning for Indigenous candidates.

The Yoonggama Ma Nga project, led by Professor Hutchings and Dr Vicki Couzens (RMIT), is establishing a First Nations Incubator to support cross-institutional research collaboration, building a foundation for Indigenous research excellence among Indigenous HDR students and early-career researchers at Swinburne and RMIT.

Enhanced Indigenous research resources

The MTC’s Indigenous Research webpage was upgraded to improve accessibility and support. It now provides:

• links to current and past Indigenous research projects
• tailored guidance for Indigenous HDR students
• resources for researchers undertaking projects with Indigenous communities
• access to the Swinburne MTC ICIP and Data Sovereignty Guidelines.
   

These initiatives strengthen the visibility, quality and cultural governance of Indigenous research across the university.

This year, Indigenous Student Services delivered a highly impactful program of support, cultural engagement and capability-building that supports Indigenous student belonging, wellbeing and academic success. This work – undertaken in close partnership with the MTC – continued to expand pathways, deepen cultural connection and enhance the quality of student experience across the university.

A major milestone this year was the launch of the Indigenous Student Charter, a foundational document that articulates the rights, expectations and cultural values that underpin the Indigenous student experience at Swinburne. The Charter is informed by four key principles:

1. Being and Becoming: Swinburne staff value the knowledge and viewpoints that Indigenous students bring to the university. They appreciate the cultural diversity among Indigenous students and are dedicated to supporting them throughout their education in a way that respects and embraces their cultural identities.
2. Being and Belonging: Swinburne understands the importance of fostering a sense of belonging for Indigenous students. We are committed to supporting and celebrating their unique contributions to the Swinburne community by focusing on creating an environment that creates connection, inclusivity and a strong sense of belonging. 
3. Cultural Responsiveness: The Swinburne community is committed to promoting Indigenous cultural awareness, understanding, and respect among all its members, with an emphasis on cultural responsiveness and encouraging active participation from both students and staff.
4. Indigenous Perspectives and Standpoints: Swinburne is committed to decolonising education by incorporating Indigenous knowledge and perspectives. The university understands the need to challenge and remove colonial practices to create a fair and inclusive learning environment for Indigenous students.
    

Supporting Indigenous career pathways and industry partnerships 

Swinburne formalised a Memorandum of Understanding with CareerTrackers, creating 15 new internship pathways for Indigenous students across 2026. This partnership deepens industry connections and supports students in developing their careers through long-term, structured opportunities.

Advancing wellbeing and cultural identity

Student wellbeing and cultural connection were advanced through the inaugural MTC Men’s Wellness Retreat, held in Tasmania. The retreat received outstanding feedback, demonstrating its value in strengthening peer networks, enhancing wellbeing and deepening cultural identity.

Expanding outreach and engagement with future students

Recruitment and outreach programs expanded significantly, with on-campus engagement for more than 100 Indigenous high school students through the VIEWS programs and Department of Education taster days. These experiences provided hands-on learning and increased visibility of future pathways into university.

Global learning and cultural exchange

A major cultural highlight for the year was the first MTC Student Cultural Study Tour to Aotearoa New Zealand, which included attendance at the 2025 World Indigenous Peoples’ Conference on Education in Auckland. The study tour offered students a rich immersion in global Indigenous perspectives and provided a significant opportunity for cultural exchange and international learning.

Our growing network of donors are transforming lives across the Swinburne community through one-off gifts, regular giving and bequests. Their generosity empowers students to succeed, drives research innovation and strengthens our engagement with the communities we serve.

Celebrating philanthropy and shared purpose

Our annual Winter Evening at the National Gallery of Victoria continued its tradition of connection and celebration this year. This cherished event brought together alumni, donors, partners and friends for an evening of inspiration and gratitude. Guests enjoyed exclusive access to the French Impressionism exhibition and heard from guest speaker Jennifer Doubell OAM, who spoke passionately about the transformative role of philanthropy in education and research. The evening offered a meaningful opportunity to thank our supporters and welcome new members to our philanthropic community.

Peter and Vaclav Havlicek Trust

Established through a generous bequest, the Peter and Vaclav Havlicek Trust honours the legacy of the late Peter Havlicek, a pioneer in sustainable chemistry and long-serving member of Swinburne’s Department of Chemistry. The Trust supports the Chemistry Futures Fund, which provides scholarships, cutting- edge research equipment and opportunities for aspiring chemists. Peter’s groundbreaking work in environmentally responsible chemical processes, along with his dedication to mentorship, continues to inspire innovation and scientific excellence.

Doreen Bryant Bequest

A long-standing Swinburne supporter and member of the Ethel Swinburne Society, Doreen Bryant dedicated her life to education and advocacy. As a volunteer educator at Adult Multicultural Education Services (AMES Australia), she supported migrants and refugees and championed educational opportunities for Indigenous Australians. Through her generous $1 million bequest, two in-perpetuity scholarships have been established in her name: the Doreen Bryant Memorial Indigenous Scholarship and the Doreen Bryant Memorial Welcome Scholarship. These scholarships reflect Doreen’s enduring values of inclusion, opportunity and equity.

Expanding STEM opportunities for girls

A $1.67 million gift from The Invergowrie Foundation is helping change the future of STEM education for girls through STEMeez — an innovative, research-informed learning platform co-developed by Swinburne, Deakin University and the University of Melbourne. Designed for girls aged 0–8, STEMeez uses games, animations and interactive resources to spark curiosity and build confidence. By engaging families, educators and communities, the platform encourages early interest in STEM and promotes future career pathways in science and technology. This transformational gift underscores Invergowrie’s mission to advance education for girls and women in Victoria.

Safer Futures Fund launch

Swinburne launched the Safer Futures Fund to support the next generation of forensic behavioural science professionals. The Fund was established through the Centre for Forensic Behavioural Science (CFBS), a national leader in research and education across justice and mental health systems.

The founding gift was made by Swinburne alum and clinical psychologist Dr Julia Hosie, who also serves as the Fund’s ambassador. Dr Hosie’s support reflects a deep commitment to forensic mental health and to developing future leaders in the field. The launch event featured Emeritus Professor Clive Ruggles as guest orator and brought together donors, alumni and partners to advance safer, more inclusive communities.

Supporting Indigenous school readiness through STEM

Thanks to generous funding from the Collier Charitable Fund, Swinburne is expanding a play-based STEM and robotics program that supports school readiness for Indigenous children in remote communities. The initiative was developed in collaboration with the Moondani Toombadool Centre, Associate Professor Wendy Goff, educators and families. Building on the success of its pilot in eight Victorian kindergartens, it is now being extended to the Northern Territory, helping children gain skills, confidence and stronger foundations for primary school.

Advancing brain science and mental health

The Barbara Dicker Brain Sciences Foundation (BDBSF), founded in 2011 by Dr Ian Dicker AM and his family in memory of Barbara Dicker, continues to fund groundbreaking research at Swinburne. Contributing more than $100,000 annually, the Foundation supports research projects focused on mental health, dementia and sleep disorders. It also plays a pivotal role in launching the careers of early-stage researchers. Professor Sunil Bhar is one such example, having progressed from BDBSF-supported pilot studies to major research programs.

Empowering future engineers through SNXG Scholarships

The SNXG Scholarships, founded by Professor James Murray-Parkes and Technotia Laboratories, are equipping engineering students with hands-on industry experience, scholarships and mentoring. The program develops skills across structural, mechanical and electrical engineering, helping students transition from the classroom to real-world careers. Recipients Ethan Suffern and Madeleine O’Brien credit the scholarship with enabling them to relocate, achieve academic success and support fellow students.

Supporting deep space discovery

Through the generous support of the Eric Ormond Baker Charitable Trust, Swinburne is contributing to the development of the Wide-Field Imager (WFI) for the W. M. Keck Observatory on Maunakea, Hawaii. Designed by Swinburne astrophysicists, this groundbreaking instrument will enable unprecedented exploration of the cosmos. The project perfectly aligns with Eric Ormond Baker’s philanthropic wishes to support education and science.